As a member of 91亚色鈥檚 Glendon College, where she works closely with current and future FSL educators, P茅guret has seen a clear trend emerge in recent years: growing strain and burnout among educators who face increasingly complex classroom demands.

鈥淢uch of that strain comes from the time it takes to find and adapt classroom resources,鈥� says P茅guret. "Teachers often navigate a mix of textbooks, digital platforms and supplementary materials that may be outdated, costly or not aligned with Ontario鈥檚 curriculum."

These challenges are compounded by a fragmented online landscape, where materials vary in quality and rules around how they can be used and shared are not always clear. This can result in an overreliance on American-based marketplaces, says P茅guret, which rank materials by popularity instead of quality or local relevance, leading educators to resources that can be inappropriate or ineffective.

To address this, P茅guret collaborated with co-lead and research associate Mirela Cherciov to create , an open, Canadian platform for teachers to share, discover and adapt classroom materials. Educators can upload their own materials, find resources created by colleagues and adapt them for their classrooms, with clear guidance on how content can be used and reshared.

The goal, says Cherciov, is to ensure 鈥渢eachers no longer need to reinvent the wheel before each class.鈥�

The building of K鈥�12 Studio began after introduction to the open education movement by 91亚色鈥檚 Associate Dean (Digital Engagement and Strategy), Sarah Coysh, and Faculty of Liberal Arts & Professional Studies Associate Professor Dominique Scheffel鈥慏unand.

To better understand what could work in an Ontario K鈥�12 context, the team of linguists, educators and librarians examined similar initiatives and connected with Learnful Labs, a technology company with experience developing open education tools.

An early prototype, funded by Ontario Ministry of Education and Canadian Heritage, was developed to clarify specific needs of K-12 FSL teachers. Through consultations and testing, the team gathered insights to guide how the system should function and feedback to help define guiding principles.

The result is a platform built for instructor preparation, with clear licensing, straightforward language and quick access to Ontario鈥慳ligned resources. Features such as an AI鈥慳ssisted submission process, and tools to support collaboration, make sharing and adapting materials faster and more accessible.

The effort was not without its challenges. Because K鈥�12 Studio relies on teachers contributing and sharing their materials, it required a shift in how those resources are typically managed. Resources stored within internal school board systems limit access, and creates accessiblity challenges for others.

As well, some educators hesitate to share lesson plans more widely, unsure how to do so in ways that allow reuse while still crediting their work. This uncertainty 鈥� particularly around Creative Commons licensing 鈥� can limit participation and slow collaboration on the platform.

To address these barriers, the team focused on building educators鈥� confidence and capacity to share resources more openly. They offered training on open education tools and Creative Commons licensing, and partnered with school boards 鈥� including Halton and Thunder Bay Catholic 鈥� to support broader contribution and sharing, helping build early momentum for a more collaborative approach.

Since launching in March 2026, K鈥�12 Studio has gained traction. The repository reports more than 1,000 teacher鈥慶reated lessons covering upwards of 80 topics. The team reports hundreds of resource downloadeds as educators begin to build on and adapt these shared materials.

The platform continues to evolve based on how it is used. 鈥淲e made it a priority to develop an AI鈥憇upported submission form that takes teachers less than a minute to complete. This element is crucial if we want teachers to start contributing and building the sharing system,鈥� says P茅guret.

Partnerships have also played a key role in the platform鈥檚 development. The team collaborated with the international non鈥憄rofit competition Manie Musicale 鈥� which brings together thousands of French teachers to explore French鈥憀anguage songs 鈥� to create a dedicated hub on K鈥�12 Studio, making it easier for the Manie Musicale community to distribute and access content.

School boards are also increasingly partnering with the team and inviting them to present the platform to teachers. 鈥淪eeing school boards become more open to new ways of sharing and publishing resources is one of our recent successes,鈥� says Cherciov. 鈥淚t鈥檚 a significant step toward changing how resources are created, used and shared.鈥�

Future work on K鈥�12 Studio could include new AI applications and building partnerships with school boards and professional associations. Over time, the team hopes to extend the initiative beyond Ontario, and into other subject areas, while working toward a sustainable funding model.

鈥淎bove all, we would like to pioneer open education for the K鈥�12 community in Canada,鈥� says P茅guret. 鈥淭his includes adding our voice to federal and provincial policy discussions around the role of open education in K鈥�12 contexts.鈥�

Ultimately, the goal is to address pressures documented in FSL classrooms. 鈥淲e hope to have a positive impact on the K鈥�12 teaching community, so that teachers feel more valued by their colleagues and supported in their day鈥憈o鈥慸ay course preparation,鈥� says P茅guret.

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The 91亚色-affiliated recipients are among 61 new appointments announced this year. The Order of Canada recognizes individuals whose service and contributions have had a lasting impact on communities across Canada and beyond.

Officers

Niv Fichman, alumnus and honorary degree recipient
A film producer and founder of Rhombus Media, Fichman has helped shape Canadian cinema over nearly five decades. His body of work includes internationally recognized films such as The Red Violin, Enemy and BlackBerry, reflecting a career marked by innovation and mentorship in the screen industries.

Duke Redbird, alumnus
An Elder of the Saugeen Ojibway Nation, Redbird has spent more than 60 years advancing Indigenous arts and ways of knowing through poetry, visual art and performance. His work has influenced artists, educators and communities across the country, foregrounding the relationship between people and the land.

Mayann E. Francis, honorary degree recipient
Francis is a former lieutenant governor of Nova Scotia and a long-standing advocate for human rights. In 2006, she became the first African Nova Scotian and the second woman to serve in the role, and has since continued her public service and writing, including publishing a memoir.

Members

Tim Whiten, professor emeritus
Artist and member of the (AMPD), Whiten has built an influential career spanning five decades. Working across sculpture, drawing, performance and installation, his practice explores spirituality and transformation while his teaching has shaped generations of students.

Nancy Nicol, professor emerita and senior scholar
Nicol (AMPD),聽is a documentary filmmaker, researcher and writer whose work documents the history of 2SLGBTQIA+ activism in Canada and internationally. Through her participatory research project, Envisioning Global LGBT Human Rights, she fostered international collaboration and advanced equity and human rights.

Duane D.O. Gibson, alumnus
Gibson is a hip-hop artist, author and educator who engages students through music and literacy-focused programming. Through his initiative Stay Driven, he has reached thousands of young people with messages centred on perseverance, leadership and positive decision-making.

Harvey Skinner, professor emeritus
Skinner, founding dean of the Faculty of Health, has made significant contributions to the study of behaviour change and addictions. He is known for developing the Drug Abuse Screening Test, a widely used tool that has informed clinical practice, policy and broader approaches to health innovation.

For more information about the Order of Canada or to view the full list of this year鈥檚 appointees, visit the .

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Sarah Flicker, professor and 91亚色 Research Chair in Community-Based Participatory Research in the , is the principal investigator on the project, titled "Theatre Making Impact (TMI): Scaling-Up a Youth-Led HIV Prevention Play Across Ontario." Shira Taylor, adjunct professor at 91亚色 and director of TMI, is co-applicant and the program's founder. The OHTN funding will support the next phase of the program's expansion across Ontario, extending its reach into urban centres and northern Indigenous communities where HIV rates remain disproportionately high.

TMI 鈥� formerly known as SExT, or Sex Education by Theatre 鈥� is a trauma-informed, culturally responsive not-for-profit that uses peer education and theatre, alongside music, dance, rap and poetry, to engage youth in open conversations about sexual health, HIV prevention, mental health and healthy relationships.

Taylor founded the program in 2014 in Toronto's Thorncliffe Park and Flemingdon Park neighbourhoods as part of her doctoral thesis, and later expanded it through a postdoctoral fellowship at 91亚色 in collaboration with Flicker. To date, it has reached more than 12,000 young people across Canada, with a focus on communities most affected by HIV 鈥� including newcomer, Indigenous and 2SLGBTQIA+ youth.

"I really wanted to build an evidence-based program that put the youth voice centre stage on these topics," says Taylor.

What sets TMI apart is how it delivers that education. Instead of pamphlets or classroom lectures, the program uses peer-led performance, humour and storytelling to model difficult conversations and build skills in a lower-stakes environment 鈥� one that engages young people both intellectually and emotionally.

鈥淟ack of awareness usually isn鈥檛 the reason people don鈥檛 use condoms," says Taylor. "There's a peer pressure element, there's an emotional element. Theatre is uniquely positioned to take into account our full humanity."

The program also benefits from an intergenerational model that, over the last decade, has deepened. Many of the original cast members who joined as high schoolers 鈥� initially, Taylor jokes, for the free pizza 鈥� have stayed on and trained as trauma-informed peer mentors. They now co-facilitate the program alongside a new generation of youth from the same community, sharing similar cultural backgrounds and immigration experiences.

The evidence from a recent Toronto District School Board (TDSB) tour, co-led by Taylor and Flicker and supported by a LaMarsh Centre for Child and Youth Mental Health Catalyst Grant at 91亚色, underscores the approach's impact. Across eight performances at five TDSB high schools, 61 per cent of student audience members reported improved sexual health knowledge, 49 per cent felt more confident managing their own sexual health and 46 per cent reported greater awareness of where to access HIV and STI testing.

Mental health outcomes were also significant: 49 per cent reported improved mental health knowledge, 44 per cent indicated feeling more comfortable seeking help and 41 per cent reported using new coping strategies.

While the student audience feedback provides crucial insights, the program鈥檚 impact extends beyond statistics. During a tour to an Indigenous community in Saskatchewan, a youth performer's rap about navigating her identity and her family's cultural expectations moved a young audience member to share a poem she had written but never shown anyone.

"She had it stuffed in the back of her locker," Taylor recalls. "She'd been too scared to share it publicly. And we all gathered around as this young Indigenous girl read us this poem. I still remember the words."

With OHTN support, the project will reach youth beyond Toronto by bringing performances to urban centres and northern and Indigenous communities across Ontario over the coming year.

Taylor and Flicker are thrilled that the award allows the program to continue to reach young people across the province.

"It's really validating how much impact arts-based approaches can have in this sector," says Taylor, "and how important it is to empower community-based, culturally responsive, trauma-informed programs around these topics, which has been historically lacking in sex education."

With files from Mzwandile Poncana

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The Faculty of Graduate Studies recognizes outstanding research annually through its thesis and dissertation prizes.

The annual prizes 鈥� valued at $2,000 for doctoral dissertations and $1,000 for master鈥檚 theses 鈥� honour work defended in the previous calendar year that demonstrates originality, excellence and impact.

This year鈥檚 awards highlight six projects that explored pressing questions with implications for food security, AI, public health, aging, air quality and workplace accessibility. Together, the projects show how graduate research at 91亚色 connects scientific inquiry with real-world challenges.

Doctoral recipients 鈥� dissertation prize

Jie Lin (PhD, biology) examines how phytoalexin biosynthesis is regulated in soybean plants in her dissertation, Identifying missing glyceollin transcription factors in soybean.

Her research identifies and characterizes a network of transcription factors that control plant defence responses and introduces an improved soybean root transformation protocol that supports gene expression studies and research tools to the plant science community.

鈥淎ltogether, her work transformed the current views of regulatory networks controlling phytoalexin biosynthesis and introduced better tools that benefited the plant research community at large,鈥� says Associate Professor Peter Cheung.

Matthew Kowal (PhD, electrical engineering and computer science) studies how computer vision models interpret images and video in relation to AI.

His dissertation, Disentangling visual concepts across space and time: from image hierarchies to video dynamics, examines how visual concepts are represented, connected and evolve across data and time. His work introduces new frameworks for analyzing learned representations, helping researchers better understand how AI systems make decisions.

鈥淗is dissertation represents an exceptional and cohesive body of groundbreaking work on interpretable and concept-based representations in modern computer vision models,鈥� says Professor Michael Brown.

Congjie Shi (PhD, mathematics and statistics) developed the Information鈥揅ognition鈥揈pidemic (ICE) model, a multilayer network framework that integrates mechanisms of information flow, including rumour transmission and correction. Her dissertation, Integrating cognitive factors in network models of epidemiology with applications to disease control, examines how these dynamics affect disease spread.

The findings show that warning individuals and correcting misinformation can improve epidemic control while accounting for variation in behaviour and access to information.

鈥淚n every way 鈥� originality, methodological skill, academic impact and relevance to societal challenges 鈥� Dr. Shi's thesis surpasses expectations,鈥� says Professor Dong Liang, graduate program director.

Master鈥檚 recipients 鈥� thesis prize

Yashar Ebrahimi-Iranpour (MSc, chemistry) developed a one-dimensional atmospheric chemistry model to investigate the origin and distribution of nitrous acid, a key factor in air quality.

His thesis, Vertical structure and surface interactions of nitrous acid using a 1D model, integrates surface interactions, meteorology and atmospheric transport to better understand atmospheric processes.

鈥淭his thesis substantially exceeds the normative expectations of an MSc degree and approaches the level of our strongest doctoral work,鈥� says Professor Ryan Hili, graduate program director.

In psychology, Patrick Hewan (MA) examines how age-related differences in brain structure affect decision-making in older adults. His thesis, Prefrontal brain microstructural integrity is related to an exploitation bias in older adulthood, explores the relationship between prefrontal brain microstructure and exploitation bias using cognitive neuroscience approaches.

The findings contribute to understanding how brain changes influence behaviour in ageing.

鈥淗is committee went so far as to say this was 鈥榞roundbreaking and even paradigm-shifting for the broader field of cognitive neuroscience,鈥欌�� says Professor Adrienne Perry, graduate program director.

Grace Pawliw-Fry (MA, geography) studies how neurodivergent workers navigate precarious labour markets in Ontario. The thesis, Teetering on the edge of surplus: neurodivergent work, social reproduction and bodyminds in the Ontario labour market, examines the intersections of work, disability and social reproduction.

It contributes to scholarship in labour geography, critical disability studies and workplace accessibility.

鈥淭his is a sophisticated and beautifully argued MA thesis, which integrates several literatures with very rich empirical data,鈥� says Professor Alison Bain, graduate program director.

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Colla, a former professor at the (EUC) and a founding member of 91亚色's Centre for Bee Ecology, Evolution and Conservation (BEEc), died in July 2025 at the age of 43. She was among the first scientists in North America to document the decline of wild bee populations, and her work contributed to the rusty-patched bumblebee being federally listed as an endangered species in both Canada and the U.S.

The garden, named "A Flower Patch for Sheila," grew from an idea rooted in Colla's own wishes: her obituary invited those seeking to honour her to plant a flower or tree native to where they live. Led by Laura Newburn of BEEc and Phyllis Novak of EUC, the pollinator garden at 91亚色 U was planted on World Bee Day, May 20, with 91亚色 colleagues and the broader community in attendance.

The choice of a native plant garden as a tribute was not incidental. Sandra Rehan, professor of biology and firector of BEEc, says Colla was as passionate about native plants as she was about native bees, and often pushed back against the focus on non-native species in the public and garden culture.

"She was a strong advocate for native biodiversity in all capacity," Rehan says. "By implementing and expanding on wildflower plantings to support wild bees, it's exactly the kind of thing she would have wanted."

The plants were chosen by current and former lab members, colleagues, collaborators and community members who knew both her science and her personal preferences: goldenrod, coneflower, asters, milkweed and flowering edible plants such as blueberries and raspberries.

Briann Dorin, a former PhD student and now postdoctoral researcher in Colla's lab, says the selection and layout reflect principles Colla spent her career advancing. Bloom times in the garden are staggered so bees have food from spring through fall, species are planted in clusters to support efficient foraging, and flower colours are varied to attract different bees.

"Every flower that was planted for Sheila is known to be pollinator-supporting for our native pollinators," Dorin says. "We designed the garden in a way that is based on the science for what pollinators like."

The Maloca Community Garden was a natural site for the tribute. Colla conducted research there with students and brought classes to the garden to connect them with living ecosystems beyond the lecture hall. The garden carries an Indigenous focus that resonated with her cross-disciplinary values, and was one of the sites connected to her collaboration with EUC professor Lisa Myers on the Finding Flowers project, which explored the intersections of ecology, Indigenous artistic practice and conservation.

The garden was funded by World Wildlife Fund-Canada, BEEc, EUC and the Natural Sciences and Engineering Research Council of Canada through a collaboration involving former members of Colla鈥檚 lab, colleagues and the wider 91亚色 community.

On June 25, from noon to 2 p.m., the garden will be acknowledged with a formal dedication during a public event co-hosted by BEEc and EUC. EUC Dean Alice Hovorka will speak, as will Victoria MacPhail, a longtime collaborator and former PhD student in Colla鈥檚 lab.

Other presenters include Myers and researchers from both BEEc and Colla's former lab. Topics will cover pollinator conservation, native plants and the intersection of art, ecology and Indigenous practices.

Rehan says the event is an opportunity for the public to learn how to support pollinators in their own spaces 鈥� from identifying local wild bees to choosing native plants and designing gardens that are ecologically useful and visually appealing. The event is open to the 91亚色 community and the public.

MacPhail says the tribute reflects what Colla herself would have valued: a living space that supports pollinators, educates the public and carries her work forward.

"This is a nice way to continue her legacy," MacPhail says. "By continuing to educate people, and share knowledge, enthusiasm and love for these creatures."

Colla鈥檚 work continues to shape bumblebee conservation through research, public education materials and the students she trained. BumbleBeeWatch.org, the community science initiative she co-founded in 2011, continues to track bumblebee sightings across the continent. And the Maloca garden, now planted, will keep flowering year after year.

Learn more about Colla and her work through the .

Visit A Flower Patch for Sheila for more information about the garden.

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The recognition are among 91亚色鈥檚 highest academic honours, recognizing achievement that strengthens teaching and advances research across the institution.

This year鈥檚 recipients represent a wide range of disciplines and approaches, demonstrating excellence through innovative pedagogy, mentorship, research impact and a dedication to inclusive, engaged learning.

Distinguished Research Professorship

This title is awarded to a faculty member whose research has made a significant and lasting impact at 91亚色 and beyond. It recognizes a sustained record of scholarly distinction and leadership that has shaped fields of study and strengthened the University鈥檚 academic reputation.

This year鈥檚 recipient is Professor Poonam Puri of , who holds the 91亚色 Research Chair in Corporate Governance, Investor Protection and Financial Markets.

Puri is an internationally recognized scholar of corporate law and governance, securities regulation and investor protection whose research has shaped law, policy and practice in Canada and across the world. Over three decades at 91亚色, she has produced more than 100 publications, advancing understanding of corporate accountability, financial markets and the role of law in society.

Puri is also the co-founder and director of the Osgoode Investor Protection Clinic, which provides free legal assistance to people who have suffered investment losses and cannot afford a lawyer. This model has secured millions in external funding, expanded access to justice and trained more than 100 students, while generating research that informs policy in real time.

Puri also founded and co-leads the Business Law LLM at Osgoode Professional Development, bringing academic, regulatory and practical expertise into a professional learning environment.

Beyond academia, Puri's expertise has been sought out by regulators, governments and international organizations, and continues to influence global conversations on corporate governance, investor protection and business responsibilities.

At 91亚色, Puri has made a significant institutional impact, having served as Osgoode鈥檚 associate dean and associate dean of research, graduate studies and institutional relations. She has also chaired Osgoode鈥檚 Faculty Council several times and served as Chair of 91亚色鈥檚 Senate.

鈥淚 am touched and honoured to be recognized as a Distinguished Research Professor,鈥� says Puri. 鈥淢y home faculty, Osgoode Hall Law School, and 91亚色 have been tremendous environments for pursuing meaningful work for close to 30 years.鈥�

President's University-Wide Teaching Awards

These awards, selected by the 91亚色 Senate, recognize faculty and teaching assistants who have made significant contributions to student learning through excellence in teaching. They span four categories: full-time senior faculty with 10 or more years of teaching experience; full-time faculty with less than 10 years of experience; contract and adjunct faculty; and teaching assistants.

Each recipient was honoured during a Spring Convocation ceremony and will have their name engraved on plaques in Vari Hall on the Keele Campus.

Full-time tenured faculty with 10 or more years full-time teaching experience

Nicole Nivillac, associate professor in the Faculty of Science, was honoured for her commitment to student learning, inclusivity and reflective teaching practice.

Nivillac, who primarily teaches first- and third-year courses in cell, molecular and microbiology, was praised by nominators for her evidence-based pedagogy, including interactive lectures, peer discussion and real-time feedback, alongside thoughtful curriculum design and mentorship that makes biology accessible, engaging and relevant.

Students, in particular, highlighted her ability to treat every question as a learning opportunity, working through areas of confusion to make complex ideas clear from multiple angles.

Professor Paula Wilson, who nominated Nivillac, stressed that this is all the more impressive given the scale of her classes. 鈥淪he has an ability to talk to 500 students as if she is talking to each person individually,鈥� says Wilson.

Nivillac was also singled out for her mentorship of teaching assistants. As undergraduate program director in the Department of Biology, she co-designed and co-hosts the department鈥檚 annual TA training to promote instructional consistency, equitable grading and student success across courses.

For Nivillac, the award represents a recognition of the teaching values she brings to the classroom. 鈥淚t reinforces my belief in the transformative potential of teaching and the privilege of supporting students in their intellectual and personal growth,鈥� she says.

Full-time faculty (tenured/tenure stream/CLA) with less than 10 years teaching experience

Andrew Skelton, associate professor in the Department of Mathematics and Statistics in the Faculty of Science, was recognized for his ability to engage students and create a welcoming learning environment.

Student nominators, in particular, praised Skelton for fostering a classroom environment where students feel comfortable asking questions, working through confusion and taking initiative in their learning.

They also described a teaching approach that emphasizes collaboration and discussion, with small-group work and multiple ways of approaching problems to enable different styles of learning.

He was further cited for teaching initiatives that support first-year students in their transition to university, including the integration of learning skills modules that address study habits, motivation and academic confidence.

He is particularly dedicated to mentoring undergraduate students, having supervised 72 in research and leadership roles.

Reflecting on the award, Skelton expresses gratitude for 91亚色, as well as the space and encouragement he has received to explore his teaching practice and grow as an educator.

He adds: 鈥淚鈥檓 thankful for the students I have had the pleasure of working with. I have taught, supervised, mentored and coached many students in and out of the classroom during my time at 91亚色, and I am consistently inspired and encouraged by their capacity.鈥�

Contract and adjunct faculty

Wahid Khan, a course director in the Faculty of Education and a doctoral student in Kinesiology and Health Sciences, was selected for his commitment to creating inclusive learning environments where every voice, identity and experience is valued.

Supporters of his nomination highlighted his ability to foster deep learning by challenging deficit-based narratives and empowering teacher candidates to develop confidence, critical thinking and a strong sense of ethical responsibility as they prepare to enter the profession.

Across courses in mathematics education, health and physical education and professional studies, he connects theory to classroom practice through experiential learning, reflective inquiry and community-based activities, including practicum advising and real classroom scenario analysis, helping students see teaching as both a pedagogical and social responsibility.

For Khan, the honour reflects his focus on teaching as a relational practice. 鈥淭his award affirms my belief that teaching is fundamentally relational. Some of the most meaningful moments in my career have come from students who have shared their stories, identities and experiences with courage and honesty,鈥� he says. 鈥淚 am grateful to work alongside remarkable students and colleagues whose curiosity, resilience and commitment to social justice inspire me every day.鈥�

Teaching assistants

Prilly Bicknell鈥慔ersco, a PhD candidate in the Faculty of Education, was selected for recognition for her work as a teaching assistant supporting courses in Black studies focused on the experiences of Black communities.

Students and colleagues noted her inclusive, discussion-based approach to teaching. In tutorials, she creates spaces where students feel comfortable engaging in complex discussions, often guiding conversations in large classes of 150 to 200 students, about power, race and identity, while prioritizing diverse learning needs and encouraging active participation.

She was also commended for contributing to course development, including advocating for the integration of disability-focused content and delivering guest lectures that connect theoretical frameworks to real-world issues.

She is especially valued for presenting complex material in ways that are accessible without sacrificing intellectual rigour.

鈥淭o be recognized for creating classrooms where students feel seen, supported and empowered is an honour I will carry with me always,鈥� she says.

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91亚色 alumna Randa Qashoa鈥檚 journey from the to a career advancing space technology highlights the growing impact of women in shaping the future of engineering.

Today, Qashoa (BEng 鈥�21, PhD 鈥�25) is a systems engineer at Honeywell Aerospace, where she works on the assembly, integration and testing of quantum communication payloads. While still early in her career, she is already contributing to technologies that could play an important role in the future of secure communications in space.

Her path into the industry was shaped by the people and opportunities she encountered at Lassonde.

"My experience at Lassonde was instrumental in helping me pursue a career in the space sector," Qashoa says. "The main driver was the wealth of experience in space engineering that Lassonde faculty carry."

Exposure to faculty-led research gave her firsthand insight into how engineering can tackle complex challenges and create meaningful impact beyond academia. Seeing professors lead innovative projects inspired her to pursue a career that contributes to advancements in the field.

That goal became reality when she joined Honeywell Aerospace 鈥� one of the world鈥檚 largest suppliers of aviation and defense systems. Among her proudest accomplishments is the opportunity to work on flight hardware that is planned for future operations in space.

Her experience also highlights the importance of mentorship and community in the study of engineering. Throughout her time at 91亚色, and now early in her career, she noticed she was often the only female on a project team or in a meeting. Rather than viewing this as a barrier, she stayed focused on contributing her skills and expertise while building a network of mentors and peers with shared experiences.

One of those mentors was Professor Regina Lee, who supervised Qashoa鈥檚 PhD studies and helped her navigate the transition from academia to industry.

That support, says Qashoa, provided valuable insight into the realities of the engineering workforce 鈥� and continued in a new way after graduation.

Through Honeywell Aerospace's mentorship program for women in engineering, she was paired with a more senior colleague who offers advice and career guidance.

Together, those experiences reinforced the value of strong support networks in helping women thrive in technical fields.

As more women enter engineering and space-related professions, Qashoa expects the industry to benefit from a wider range of perspectives and experiences. Increased diversity, she believes, will help drive innovation and bring new ideas to some of the sector's most complex challenges.

For students considering a future in space engineering, her message is simple: persevere.

鈥淢y advice to current students is to never give up no matter how impossible the challenge,鈥� she says. 鈥淓ven if you are the only woman on your team now, you are bringing something valuable to the table.鈥�

She encourages students to stay confident, embrace challenges and recognize the impact they can make. As the industry continues to evolve, she sees increasing opportunities for women to help shape the future of space exploration.

Her path from Lassonde to work in aerospace highlights how education, research and mentorship can shape careers in emerging areas of engineering 鈥� especially for women.

Watch Qashoa discuss her Lassonde experience and what it means to contribute to the future of the space sector.

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鈥淎chieving Candidate status is a crucial step forward for our School of Medicine,鈥� says David Peters, dean of the  and School of Medicine. 鈥淚 am deeply grateful to our accreditation leadership team, advisors, faculty and staff, as well as partners and community members from across Ontario for the tremendous effort, dedication and collaboration that made this success possible. I鈥檓 confident in the foundation we鈥檝e built together and excited to move into this next phase as we continue to work hand-in-hand with our health system partners to educate doctors differently and build the health system Ontario needs for the future." 

CACMS serves as the official body responsible for evaluating and accrediting Canadian medical education programs that lead to an MD degree. It ensures these programs meet established national standards to maintain the quality of medical training. This designation was awarded after CACMS reviewed and determined that the program had made sufficient progress on accreditation standards. Candidate status is a required pre-accreditation stage for any new Canadian medical school; it qualifies 91亚色鈥檚 program to proceed to a preliminary accreditation site visit 鈥� the next step toward full accreditation. 

鈥淥ntario is facing a primary care crisis. This accreditation milestone brings us one step closer to launching a medical school built from the ground up to help address it 鈥� training physicians who are educated to serve our changing, diverse population and are rooted in the communities where they practice, from North Toronto to Muskoka,鈥� says Lisa Philipps, 91亚色鈥檚 interim president and vice-chancellor. 鈥淭his achievement reinforces our commitment to ensuring a healthier, more sustainable future for Ontarians, while advancing academic excellence in service of the public good.鈥� 

Unlike traditional, four-year models centred on short-term clinical rotations, 91亚色鈥檚 accelerated three-year MD program brings learners into communities as early as their first year of study and anchors their education in longer, deeper community-based clinical experiences. In collaboration with key affiliates 鈥� including Mackenzie Health, Oak Valley Health, Southlake Health, and developing partnerships with Collingwood General and Marine Hospital and Muskoka Algonquin Healthcare 鈥� learners will follow patients over time and learn with teams across primary care, hospitals and community settings. 

This structure is powered by the Integrated Community-Based Learning Network (ICLN), which establishes the first fully integrated learning health system at scale in Canada by uniting primary, generalist and interprofessional care partners to deliver continuous clinical education for students.  

The school aims to welcome its inaugural cohort in August 2028 at 91亚色鈥檚 Keele Campus, with a vision for a future home in the Vaughan Healthcare Centre Precinct next to the Cortellucci Vaughan Hospital. 

鈥淲ith our Candidate status secured, we are eager to turn our attention to the next phase of the evaluation process, with an anticipation of receiving preliminary accreditation status in spring 2027,鈥� Peters says. 

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BuildHER Future: Newcomer Women in Construction, developed by non-profit organization Newcomer Women鈥檚 Services Toronto (NEW), brings together post-secondary and community partners to support workforce development, improve access to employment and strengthen pathways into the construction industry.

NEW is a non-profit organization that provides settlement, employment and language services to immigrant and refugee women and their families and will deliver the program in collaboration with Schulich ExecEd and Humber Polytechnic.

It aims to bring together expertise in executive learning, workforce development and applied, hands-on training to ensure learners benefit from industry-informed curriculum design, practical skills and pathways opportunities.

鈥淪chulich Executive Education is proud to partner with Newcomer Women鈥檚 Services Toronto on BuildHER Future,鈥� says Rami Mayer, executive director of Schulich ExecEd. 鈥淏y contributing our expertise in construction project management, we are supporting newcomer women in accessing meaningful career opportunities in a sector that will benefit from their skills.鈥�

Funded in part by the Government of Canada鈥檚 Foreign Credential Recognition Program (FCRP), BuildHER Future aims to improve labour market integration, advance gender equity and address critical workforce shortages while expanding access to construction careers for internationally trained women.

It responds to the growing demand for skilled workers across Canada鈥檚 construction industry and the persistent systemic barriers that many newcomer women face related to credential recognition and limited access to industry networks.

鈥淲ith the support of the Government of Canada, we are equipping highly skilled newcomer women with the training, mentorship, and work experience needed to succeed in the construction sector,鈥� says Sara Asalya, executive director of Newcomer Women鈥檚 Services Toronto. She adds the program is focused on creating opportunities for employment and recognizing the value of internationally trained professionals.

鈥淲e look forward to the impact this initiative will have on participants and the broader workforce,鈥� says Mayer.

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The Governor General's Academic Medals are the highest honour given to outstanding Canadian post-secondary scholars. This year鈥檚 awardees represent the University鈥檚 dedication to supporting students in achieving academic success.

Chimira Nicole Andres

While at 91亚色, Andres pursued her PhD in earth and space science and engineering at the . Her research explored the ice-rich landscapes across Earth and Mars, and work that led to the first detection of a terraced glacier on Mars.

Andres has contributed to major international space initiatives, serving the European Space Agency as lead on missions using a colour and stereo surface imaging system (CaSSIS), a high-resolution camera used to capture detailed images of Mars鈥� surface. She has also contributed as a scientist on Canadian Space Agency lunar rover projects.

Beyond her research, she has been active in mentorship and outreach, supporting youth education and space science initiatives across the world.

Andres chose 91亚色 for its leadership in earth and space science as well as its campus community, which she credits with supporting her through her studies.

鈥淩eceiving the Governor General鈥檚 Gold Medal is truly a great privilege and honour,鈥� says Andres. 鈥淭his is very meaningful and a full-circle moment for me.鈥�

Andres says the Inuktitut word 釔娽敧釔冡搻釗囜憰 (Ajuinnata) 鈥� which translates to 鈥減ersevere鈥� 鈥� that is inscribed on the medal resonates deeply with her academic journey.

鈥淚t feels very humbling for my ongoing research to be recognized, and it has motivated me to continue doing the work that I am most passionate about,鈥� she says.

Andres is currently a postdoctoral fellow at the University of Victoria, working with Indigenous community partners in Nunavut. Looking ahead, she hopes to contribute to future Canadian Earth Observation missions while remaining active in mentorship, outreach and science communication.

Nicholas Cheng

After completing his undergraduate degree in kinesiology at 91亚色, Cheng is now among this year鈥檚 Faculty of Health graduate students earning a MSc in the program. His graduate research focused on exercise science and nutrition. Building on a long-standing interest in sport and training, he worked with Associate Professor Andrea Josse examining how different post-exercise nutrition strategies can influence substances in the blood that indicate how bones are building up or breaking down.

His path into research began during his undergraduate studies, when he collaborated with Professor Tara Haas, sparking an interest in exploring questions related to optimizing health and exercise performance.

Cheng chose to remain at 91亚色 for his graduate studies because of the University鈥檚 supportive environment and community. He credits the close-knit kinesiology program, along with mentorship from faculty and peers, for fostering both his academic growth and personal development. He is especially grateful to Josse and his lab mates for their guidance and collaboration throughout his studies.

鈥淏eing selected for the Governor General鈥檚 Gold Medal is truly an honour,鈥� says Cheng, noting the recognition holds special meaning given the challenges and self-doubt he faced during his academic journey.

鈥淭his award feels like an affirmation to continue pursuing higher education and research,鈥� he says.

Cheng will continue his studies at 91亚色 this fall as a PhD student, expanding on his master鈥檚 research. He aims to pursue a career in academia, where he hopes to become a professor and lead a research program focused on exercise, nutrition and musculoskeletal health.

Joel Landan Prowting

Graduating with a PhD from the Faculty of Health, Prowting鈥檚 research examined the effects of dairy consumption on human physiology, particularly in response to exercise and diet. His academic journey culminated in his doctoral work exploring how dairy intake influences bone metabolism, inflammation and overall health.

Prowting says he chose 91亚色 to work with Josse, who also collaborated with fellow Governor General's Gold Medal recipient Cheng. Josse鈥檚 research aligned with Prowting interests while offering opportunities to expand his expertise.

Prowting highlights the collaborative environment within the School of Kinesiology and Health Science as a key part of his experience, allowing him to work closely with peers. He also had opportunity to access specialized methods, including muscle biopsy analysis, through collaboration with Professor Chris Perry, director of 91亚色鈥檚 Muscle Health Research Centre. He also credits the strong sense of community among lab members and colleagues for making his time at 91亚色 especially rewarding.

鈥淚鈥檓 very grateful to be recognized for this award, and proud of myself for maintaining a high level of quality despite the challenges I faced while writing my thesis,鈥� says Prowting. Some challenges were more unique than others, he notes. Completing his thesis coincided with a significant personal milestone: the birth of his daughter.

鈥淚 was writing my dissertation from midnight to 5 a.m. while she slept on my chest. It was hard but reminds me that I have the resilience to get things done.鈥�

Prowting is currently a postdoctoral fellow at McMaster University, where he is studying the effects of resistance training and protein intake. Looking toward his future goals, he remains open to both academic and non-academic career paths, building on the skills and connections developed during his time at 91亚色.

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